Acquisition/learning - According to Krashen: Adults get to know language in two ways:

acquisition and learning. Learning cannot become acquisition (separate processes). More
useful is acquisition, because it is responsible for fluency and helps us use/produce
language spontaneously. Learning can only edit or monitor what we said. Input Hypoth
it explains how acquisition takes place when learners are exposed to comprehensible
input. According to Input Hypothesis, it doesnt make sense to teach students to speak
because if you provide them with comprehensible input speaking will emerge on its own.
Comprehensible input input that can be understood with afford. Its a little bit more
difficult than our current level of language development. Krashen claims that it is
necessary condition to learn language. Input all the language we are exposed to. Intake
language we use for acquisition, part of input. Criticisms against Krashens
hypothesis:some researchers claim that learning can in fact become acq; long-term
retention is impossible without a certain degree of consciousness; its difficult to say what
is conscious and subconscious; in classroom there are students in different level and
teacher must rely on his intuition. HIGs (High Input Generators) they use language in
classroom and beyond it. They find contact with native speakers, speak a lot, use
language more. They are better in language learning its against Krashens hypothesis.
LIGs (Low Input generators) opposite to Higs. They dont usually speak and contact
with native speakers. Worse in language learning. Interaction Hypothesis two ways in
which speaking can contribute in languageearning: One way in which speaking can help
the process of acquisition is by making input comprehensible only when necessary - when
learner needs it (interaction make input more comprehensible). This happens through the
process of negotiation of meaning. The other way in which negotiation of meaning
assists language acquisition is that it enables the learner to see the gap in his linguistic
knowledge in the process of noticing. Negotiation of meaning can lead directly to
language acquisition.Negotiation of meaning interactive work done by interlocutors to
overcome communication breakdown, explaining e.g.:I bought a mincer yesterday.
A mincer.You know the thing that helps you cut meat into small pieces.Devices to start
negotiation of meaning: confirmation check repeating phrase with rising intonation,
e.g. A mincer? clarification request e.g. Can you explain what do you mean? What?
comprehension check e.g. Do you understand? Do you get it? Repetition In what ways,
according to Swain (1985), can learners output contribute to the process of language
acquisition?Output hypothesis Swain claims that comprehensible input is not enough,
there has to be comprehensible output. When you understand language you process
language semantically. You focus on the meaning semantic processing.
When you produce language you process the language syntactically. You focus on
grammar, syntax syntactic processing. She said that its not enough only to speak:
Pushed output output that is precise, correct and appropriate. Teacher pushes student to
produce correct language